20 Years On: The Legacy and Future of Distance Education at Kwame Nkrumah University of Science and Technology (KNUST)

Abraham Adusei, Yin-Anaab Mukasa Zoogah and Joy S. A. Amankwa
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Abraham Adusei: Quality Assurance and Planning Office, Kwame Nkrumah University of Science and Technology (KNUST) – Kumasi, Ghana
Yin-Anaab Mukasa Zoogah: Institute of Distance Learning (IDL) – KNUST Kumasi
Joy S. A. Amankwa: Institute of Distance Learning (IDL) – KNUST Kumasi

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 7, 849-857

Abstract: Background: The study explored the two-decade legacy and prospects of IDL-KNUST, Ghana. Using the Event System Theory (EST) as its theoretical framework, the paper examined how IDL-KNUST has evolved in response to increasing demand for science and technology higher education. Methods: Adopting a qualitative approach by interviewing purposely selected key informants and reviewing relevant institutional documents, the data gathered was thematically analysed. Findings The study highlights IDL’s impact in expanding access to science and technology tertiary education through policy innovations, technological integration and flexible learning models. It also documents the Institute’s contributions to infrastructure development, economic empowerment and academic collaborations. Despite its successes, the study identifies key areas for innovation, including the adoption of emerging technologies, the development of personalised learning pathways, and expanding into underserved regions of Ghana. The findings underscore IDL-KNUST’s strategic role in promoting inclusive and equitable science and technology education, aligned with Sustainable Development Goal 4. Conclusion: The paper concludes by recommending that IDL-KNUST embrace emerging technologies, offer personalised learning pathways, and integrate professional development opportunities. It must also diversify its programmes, expand into underserved regions and explore international collaborations to strengthen its responsiveness to global educational and labour market demands.

Date: 2025
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